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The home literacy environment of school-age autistic children with high support needs.
Westerveld, Marleen F; Malone, Stephanie A; Clendon, Sally; Bowen, Rachael; Hayley, Georgia; Paynter, Jessica.
Afiliación
  • Westerveld MF; Griffith Institute for Educational Research, School of Health Sciences and Social Work, Griffith University, Southport, Queensland, Australia.
  • Malone SA; Griffith Institute for Educational Research, Autism Centre of Excellence, Griffith University, Brisbane, Queensland, Australia.
  • Clendon S; Institute of Education, Massey University, Auckland, New Zealand.
  • Bowen R; Giant Steps, Sydney, New South Wales, Australia.
  • Hayley G; School of Applied Psychology, Griffith University, Gold Coast, Queensland, Australia.
  • Paynter J; Griffith Institute for Educational Research and Centre for Mental Health, School of Applied Psychology, Griffith University, Southport, Queensland, Australia.
J Appl Res Intellect Disabil ; 37(5): e13284, 2024 Sep.
Article en En | MEDLINE | ID: mdl-39090071
ABSTRACT

BACKGROUND:

As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children.

METHOD:

Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability.

RESULTS:

We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest.

CONCLUSIONS:

A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Lectura / Alfabetización Límite: Adolescent / Child / Child, preschool / Female / Humans / Male Idioma: En Revista: J Appl Res Intellect Disabil Año: 2024 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Lectura / Alfabetización Límite: Adolescent / Child / Child, preschool / Female / Humans / Male Idioma: En Revista: J Appl Res Intellect Disabil Año: 2024 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Reino Unido